Acculturation processes and intergroup relations of adolescents in multicultural societies: the role of family, peer, and school contexts

Acculturation processes and intergroup relations lie at the heart of developing more inclusive social attitudes. Notably, these endeavors are embedded in primary socialization contexts of adolescents, as indicated by developmental and socio-psychological theoretical models reviewed in Chapter 1. Hence, this dissertation investigated how adolescents' acculturation processes and intergroup contact are embedded in family, peer, and school contexts. Accordingly, Chapter 2 indicated the combined effects of the perceived parents' acculturation orientations and classmates' acculturation preferences on adolescents' own acculturation orientations in Italy and Turkey. Chapter 3 showed that adolescents could be classified into one of four latent growth trajectory classes (i.e., ethnic-oriented, national-oriented, dual, and marginalized identities), which could be predicted by social identification with family and classmates. Chapter 4 highlighted that adolescents' cross-ethnic friendships mediated the positive associations of parents' cross-ethnic friendships with adolescents' psychological and social adjustment beyond the positive relationships between parents' and adolescents' friendships. Multiple studies conducted in Chapter 5 confirmed that a newly developed questionnaire (i.e., ICIS-Short Version) is a reliable tool to measure positive and negative contact among ethnic minority and majority adolescents. Chapter 6 revealed that teachers' equal treatment increased positive and decreased negative contact among ethnic minority and majority adolescents. Moreover, Chapter 7 indicated that adolescents’ positive and negative contact in the school context were related over time to higher corresponding positive and negative contact in out-of-school contexts and vice versa, while their positive contact in the school context was linked over time to lower levels of negative contact in the out-of-school contexts. Eventually, Chapter 8 strived to summarize and discuss these findings in light of social inclusivity. Overall, this dissertation tapped into the paramount importance of family, peer, and school contexts to provide a unique resource for adolescents to cope with acculturative challenges that go beyond the normative developmental tasks of adolescence.

Comparative constitutional design for divided societies: a model to explain vonstitutional asymmetries

Comparative studies on constitutional design for divided societies indicate that there is no magic formula to the challenges that these societies pose, as lots of factors influence constitutional design. In the literature on asymmetric federalism, the introduction of constitutional asymmetries is considered a flexible instrument of ethnic conflict resolution, as it provides a mixture of the two main theoretical approaches to constitutional design for divided societies (i.e., integration and accommodation). Indeed, constitutional asymmetries are a complex and multifaceted phenomenon, as their degree of intensity can vary across constitutional systems, and there are both legal and extra-legal factors that may explain such differences. This thesis argues that constitutional asymmetries provide a flexible model of constitutional design and aims to explore the legal factors that are most likely to explain the different degrees of constitutional asymmetry in divided multi-tiered systems. To this end, the research adopts a qualitative methodology, i.e., Qualitative Comparative Analysis (QCA), which allows an understanding of whether a condition or combination of conditions (i.e., the legal factors) determine the outcome (i.e., high, medium, low degree of constitutional asymmetry, or constitutional symmetry). The QCA is conducted on 16 divided multi-tiered systems, and for each case, the degree of constitutional asymmetry was analyzed by employing standardized indexes on subnational autonomy, allowing for a more precise measure of constitutional asymmetry than has previously been provided in the literature. Overall, the research confirms the complex nature of constitutional asymmetries, as the degrees of asymmetries vary substantially not only across systems but also within cases among the dimensions of subnational autonomy. The outcome of the Qualitative Comparative Analysis also confirms a path of complex causality since the different degrees of constitutional asymmetry always depend on several legal factors, that combined produce a low, medium, or high degree of constitutional asymmetry or, conversely, constitutional symmetry.